Double Helix is an international journal devoted to linkages between critical thinking and writing in and across the disciplines, and is particularly interested in pieces that explore and report on connections between pedagogical theory and classroom practice. For this issue on STEM, we are especially interested in those pieces that address the following concerns at the nexus of critical thinking and writing:

the role of language in the construction of scientific and mathematical knowledge

the impact of oral discourse on scientific and mathematical knowledge

the engagement of students with and their enculturation into practices of STEM disciplines

the boundaries of STEM discourse

In addition to research articles on these topics (5000-10,000 words), the journal is interested in publishing reports from the field (2,500-5,000 words), book reviews (750-1,000 words), and letters (up to 500 words). The editors also seek submissions to The Provocateur section of the journal, which publishes pieces that disrupt and unsettle scholarly, institutional, and pedagogical conventions.

Lisa Emerson is an Associate Professor in the School of English and Media Studies at Massey University, New Zealand, where she teaches science writing and writing for technology. A winner of the Prime Minister's Supreme Award for excellence in teaching, Dr. Emerson has published widely on both scientists' engagement with writing and integrating writing into the science curriculum. She is currently at work on an international project - the lifecycle of the scientific writer - which explores the beliefs, attitudes, experiences and development of mathematicians and scientists as writers.